LEARNER AUTONOMY IN LMS READING ASSIGNMENTS: A STUDY ON STUDENT PARTICIPATION AND THEIR PERSPECTIVES AT A UNIVERSITY IN HO CHI MINH CITY

Abstract

This study examines the role of the learning management system in promoting learner autonomy and reading comprehension among English students at a Vietnamese university. With the rise of technology in higher education, it is paramount to understand the effectiveness of Learning Management System (LMS) in promoting independent learning. Using a mixed methods research design, the study assesses students' engagement in LMS reading tasks, collects students' and instructors' perspectives, and evaluates the overall contribution of LMSs to learner autonomy. Quantitative data from outcome analysis of 160 students and qualitative insights from questionnaires show that while LMS platforms ensure accessible and structured learning experiences, their success in promoting autonomy depends on differentiated pedagogical integration and digital literacy. The results highlight the importance of strategic LMS implementation and highlight the need to focus on learner-centered approaches to maximize educational outcomes. The study offers practical recommendations for optimizing the use of LMS in language teaching and highlights the interaction of technology and pedagogy in facilitating autonomous learning. Although the study is limited due to its sample size and reliance on digital tools, it suggests avenues for future research, including cross-institutional studies and exploration of new LMS technologies.